A child who enters school healthy and feels safe is ready to learn and will most likely love school. Proper childcare, parenting skills and community resources play a major role in education. Statewide initiatives such as First Steps and Early Head Start are vital to children during the early stages of life. These programs meet the needs of the entire family including parenting classes,
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe.
Children and young people play an important role in making decisions regarding school life and school services. This is very important because every child can bring to school new ideas and fresh view for work with pupils. This is key to providing them the best possible preparation for life.Every child has a right to know every skills and opportunities that will help them in life later and they will be able to achieve more then they thought they could at the start. This will help them make better decision in the future for themselfs and for others. In our school we have children with dyslexia and with speaking/language problems who need extra support however they still contribute in full time lessons with other children who help them.
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes. The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children. As well as being the core document for all professionals working in the foundation years, the EYFS framework gives mums and dads confidence that regardless of where they choose for their child’s early education, they can be assured that the same statutory commitments and principles will underpin their child’s learning and development experience.
Early Years Professional Status Standards To achieve Early Years Professional Status candidates must demonstrate the following: 1. Support the healthy growth and development of children from birth to the age of 5. 1.1 Know and understand how children learn and develop and how this can be affected by individual circumstances. 1.2 Support children through a range of transitions. 1.3 Support the development of children’s communication, language, literacy and mathematics skills.
The children act 2004 is all about every child matters, so making sure young children are given the best opportunity to grow up, there are 5 sections to every child matters which are, being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being, this would influence the setting as you would have to plan lessons/activities in the setting that are to do with some of these sections, in my current placement which is st edmunds the children have a staying safe and being healthy board where the childrens ideas of what staying safe and being healthy means go up, this includes pictures and collages, for staying healthy the children have made paper plates of what they think healthy food is. Aswell as children understanding these concepts its about the staff putting in and underpinning them in the setting improving outcomes for making sure children stay safe and achieve the best outcomes they can. Staff can make sure children stay safe by doing regular risk assessment in an around the building and keeping them safe. The health and safety act 1974 influences the working practices in the setting as it helps to protect staff/employees in Wales and England, the act makes sure that the person in charge/responsible for health and safety in your setting carries out safety checks routinely, the safety of a child is paramount so any hazards should be jotted down and reported to stop it being repeated, all electrical equipment used in the setting should have annual
Developmental appropriate practice is a term that had been used in the educational field for many years. The basic concept is to work with the family’s to teach children in a way that builds on what the children already know at the time they are ready to learn it. Having learning experiences for children that are challenging but not overwhelming for them is key. In this paper I will be focusing on the five major guidelines for developmentally appropriate practice in the early childhood education field and how they meet NAEYC’s (National Associations for the Education of Young Children) excellence and equity. I will also be giving two examples of how developmental appropriate practice is used in a preschool classroom.
-Personal, social and emotional. -Expressive art and design. The EYFS was brought in to make sure children learn and develop well and that each child is unique and all children develop at different rates to each other which also links with the ‘every child matters’ which was put in place so children are treated with respect, get a chance to learn and keep children safe from harm. Also so children can achieve what they should and help children to develop at their own rate. Unit 14.
Rosebrook’s mission is to ensure that pupils grow to their full potential as motivated learners in a caring supportive and inspirational community Describe with examples how your school demonstrates and upholds their aims and values Rosebrooks aims are to; • To meet the needs of every child so that they can achieve their intellectual, spiritual, moral, social and physical potential. Rosebrook School, achieves this by offering children from Year 1 to Year 6, before and after school classes, such as mathlectics, karate, dance classes etc. • To promote good attendance. Rosebrook school achieves this by following up on any absences asap with either a phone call or letter home to parent/guardian and by rewarding the children with good attendance, every term by giving them a chance to win an iPad and vouchers. All the children from reception up to Year 6 if they have good attendance will receive one raffle ticket and all the children with 100 percent attendance will receive two.
Improving outcomes for all children and young people underpins all of the development and work within this setting. Responsibilities Safeguarding is considered everyone’s responsibility and in settings aim to create the safest environment within which every child has the opportunity to achieve their full potential. We recognize the contribution it can make in ensuring that all children registered with our setting feel that they will be listened to and appropriate action taken. We will do this by working in partnership with other agencies and seeking to establish effective working relationships with parents, carers and other colleagues to develop and provide